Republic of the Philippines

Department of Education
Region 4A CALABARZON
SCHOOLS DIVISION OF CALAMBA CITY
CLUSTER 4
REAL ELEMENTARY SCHOOL

WEEKLY LEARNING PLAN

GRADE FOUR
Face-to-Face and Printed Modular Learning Modality
School Year 2022 – 2023

DATE/TIME LEARNING TOPICS

OBJECTIVES CLASSROOM-BASED ACTIVITIES HOME-BASED ACTIVITY
AREA
Aug. 23, 2022 Psychological Pre-Class Activities: Pupils gain knowledge of the topic prior to engaging in class discussion
Support Service
7:30- 8:00 (PSS) Activities

8:00-9:00 Psychological Healing Objectives: I AM able to FEELINGS CIRCLE ACTIVITY

Support Service Develop self-awareness, self-
(PSS) Activities expression, self-
understanding, empathy
Learning Objectives:
Practice math and language,
fine motor, and visual-spatial
skills.
acknowledge Purpose: (see PSAP Teacher’s Guide p.8-10)
and express my feelings Learners are invited to reflect on how feelings can
exist simultaneously and deepen their self- FOR FOLLOW-UP AT HOME
awareness. Let your learners’ parents or guardians
Psychosocial Concepts know that you’re exploring feelings this
ACTIVITY week. Remind them, as they do the
Ask them to take a sheet of paper and divide it in following activity, to set guidelines
half. On the left side, ask them to write down all the that they will listen to each one and respect
SELF-AWARENESS feelings they feel in the moment and assign a color each one’s feelings; it is important to offer
AND SELF- for each. affirmation to each one after they share, for
EXPRESSION (see PSAP Teacher’s Guide p.15-16) opening up about their feelings. If others
don’t want to share, it’s ok.
DISCUSSION GUIDE Activity at home: Mom or dad leads the
 Who would like to share their Feelings activity and does a stress/emotion check
Wheel? with each family member during a meal
 What would you like to say about your using the 0-10 range. When the sharing is
Feelings Wheel? finished, pray for each one saying thank
 What did you discover about yourself as you for the sharing and thank you for the
 you were making it or as you look at the food.If the family does not pray, go around
chart now? the table before eating as checking on their
 What did you learn about yourself? feelings (0-10) and listen to what each one
needs for support.

WRAP UP DISCUSSION
 What did you learn about yourself, and
about feelings today?
 What did you learn from your classmates?
What resources do you have to deal with your
feelings?
9:00-9:20 RECESS
9:20-9:40 Psychological Healing Objective I AM able to FEELINGS CHARADES Activity
Support Service Practice self-awareness, self- acknowledge PURPOSE (see PSAP Teacher’s Guide p.18-20)
(PSS) Activities expression, and express my feelings For learners to reflect on how we can have varying
self-understanding; practice or similar feelings in response to different life
being aware of situations.
others, develop empathy Psychosocial Concepts ACTIVITY FOR FOLLOW-UP AT HOME
Explain to your learners that in the game Tell your learners’ parents you are
Learning Objective of charades you cannot use your voice but must exploring feelings. Encourage them to
Practice language, reading, communicate with your face and complement what you’re doing in school
listening, and body motions. You may pantomime and by encouraging them to “make space” for
SELF-AWARENESS
problem-solving skills; give some examples, e.g. eating a meal, or putting their son or daughter’s feelings. One way is
AND SELF-
develop imagination on your shoes. to make two jars or boxes at home:
EXPRESSION
and creativity (see PSAP Teacher’s Guide p.18-20) 1. A feelings jar
2. A gratitude jar.
DISCUSSION GUIDE Encourage each family member to write
 What was it like to act out various their feelings or things they are grateful
feelings? for in a small piece of paper and drop them
 What did you learn about yourself as you in the jar/box. Optional: make this an
reacted to different situations? offering during family prayer time.
 What did you learn about your peers’
feelings in different situations?
 How can we support each other especially
during difficult times?
WRAP UP DISCUSSION / ACTIVITY
We all have our own responses to different things
depending on our experiences growing up. It’s
important for us to respect other people’s feelings
and show empathy and support especially when

10:40-11:30 Psychological Healing Objectives:
Support Service Develop self-awareness, self-
(PSS) Activities regulation, and self-
confidence
Learning Objectives:
Practice listening skills:
practice following
instructions and following
vocal expressions: high,
middle, low, loud, soft
Psychological Healing Objective:
1:00-2:00 Support Service Develop self-awareness,
(PSS) Activities body-awareness, and self-
regulation
Learning Objective:
Practice listening skills and
they are experiencing difficulty. Support can come
in the form of mere presence, or letting them know
you are there for them as a friend.
I HAVE the capacity to LET’S USE OUR VOICES! ACTIVITY
regulate my emotions Purpose: (see PSAP Teacher’s Guide p.22-23)
and find solutions to A listening and vocal activity that teaches
challenges. regulation FOR FOLLOW-UP AT HOME
Ask learners to teach this activity to their
Psychosocial Concepts Activity: parents and to practice it at home just for
Learners stand in their seats. The teacher holds fun!
SELF-REGULATION his/her hand at his/her waist(middle) and learners
begin to sing a note at medium (normal) volume.
The teacher provides an example of the medium
tone. The teacher then raises her hand high above
her head and the learners increase the volume to
very loud (they can also clap hands, stomp feet, or
yell to make as much noise as possible).
(see PSAP Teacher’s Guide p.22-23)
DISCUSSION GUIDE
 What did you notice about your voice and
your ability to make it louder or softer?
 Do you ever feel like you want to shout
very loudly but try not to, or
whisper, but cannot?
 What does that feel like for you?
 Which voice feels most relaxed for you?
WRAP UP DISCUSSION / ACTIVITY
Voice modulation is also a way of regulating our
energy. Notice your voice and the tension in your
face and neck. How loudly or softly do you speak?
The tone of your voice is one way to help others
feel your support and compassion.
I HAVE the capacity to TENSE AND RELAX ACTIVITY
regulate my emotions PURPOSE (see PSAP Teacher’s Guide p.24-25)
and find solutions to For learners to explore how stress affects our
challenges. bodies, and practice a simple relaxation technique
to relieve stress in FOR FOLLOW-UP AT HOME
Psychosocial Concepts school or at home. Ask learners to teach this activity to their
 following instructions
2:00-3:00 Psychological Healing Objective: Develop
Support Service body awareness; practice
(PSS) Activities selfexpression
and self-regulation
Learning Objective:
Practice fine and gross motor
skills; practice visual-spatial,
pre-math, language,
and problem-solving skills
parents and to practice it at home just for
SELF-REGULATION ACTIVITY fun!
Ask the learners: Do they ever feel nervous or
upset? Let the learners share what they do when
they get nervous. Demonstrate how to do the
following exercises to shake off difficult feelings.
(see PSAP Teacher’s Guide p.24-25)
DISCUSSION GUIDE
 What did you notice about your body as
you tensed up and relaxed, or stretched out
and turned into a ball?
 Which feels more natural to you?
WRAP UP DISCUSSION / ACTIVITY
Our bodies carry stress and anxiety every day.
There is such a thing as good stress. This type of
stress gives us energy. Then there’s not-so-good
stress that stays in our bodies. When we are
carrying a lot of stress or anxiety, our bodies tend to
be tight. It’s important to pay attention to our
bodies so we can help our bodies relax.
BODY MAP ACTIVITY
PURPOSE (see PSAP Teacher’s Guide p.27-29)
For learners to experience the connection between
I HAVE the capacity to their mind and body, learn how their mind affects
regulate my emotions their physical well-being, and identify where they FOR FOLLOW-UP AT HOME
and find solutions to hold these feelings in their bodies. This awareness Encourage the parents to listen to their son
challenges. is the foundation for learning self-regulation. or daughter’s story about self-portraits
which reflect their emotions with
Psychosocial Concepts ACTIVITY acceptance and full attention.
Ask the learner to create a body
SELF-REGULATION outline on their sheet of paper - 1
outline for the front part of the body,
another outline for the back part of
the body (depending on the size of
the paper, you may place the two
outlines side-by-side or back-to-back)
(see PSAP Teacher’s Guide p.27-29)
 DISCUSSION GUIDE
 What do you think about your body map?
How would you describe it?
 When you feel sad, angry or fearful, (etc.)
what happens to your body? What does
your body feel like doing? (even if you
don’t do it)?
 What they might feel like doing when they
are angry (etc.) and what they actually
choose to do; it shows that they are able to
self-regulate. (Teach them the word - it’s
an important one!)

WRAP UP DISCUSSION / ACTIVITY

Ask learners what they learned about their feelings
and about how their bodies carry these different
feelings.
Review the word self-regulate; managing emotions
takes time to learn.
Being curious about our difficult emotions and
trusting that they will pass is
a healthy way to deal with difficult emotions.
Making a list of what to do when emotions are
difficult is one way to help oneself.
Ask learners if they would be willing to show their
art with their parents and
tell them about it.
3:00-3:30 Interactive Classroom Activities
Pupils learn through their participation in the attainment of knowledge by gathering information and processing it by articulating what they have discovered. Each activity provides students with
opportunities to deepen their learning by applying concepts and articulating new knowledge and these activities also provide the teacher’s feedback about the pupil’s learning.

Prepared by:
CATHERINE C. MUYANO
Teacher I
Checked by:
LUZVIMINDA B. NAVALLO
Master Teacher I Noted:
ROWENA B. CAMBEL, EdD
Principal III